Junior Doctor Contract
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GP Clinical Supervision Handbook Foundation Programme Training In
GP Clinical Supervision Handbook Foundation Programme Training in General Practice A Guide for: The Development of GP Educators Health Education England Kent, Surrey & Sussex working with South Thames Foundation School HEE KSS - CS Educator Handbook – v5 Page 1 of 63 September 2018 Contents Glossary of Terms 3 Introduction 4 Background 5 Key Themes 5 The Curriculum for Foundation Doctors 8 Assessment of Foundation Doctors 9 The Foundation Year 2 Doctor in Practice 10 Non-standard Foundation programme Year 2 Rotations 13 FY2 Performance Concerns 13 The End of the Rotation 14 Key Personnel involved in the Foundation Programme 14 FY2 Clinical Supervisor – Criteria for Application 16 FY2 Clinical Supervisor – Educator Pathway FAQs 17 The GP Educational Pathway - Flowchart 19 The Competences of a GP Educator 20 Equal Opportunities & Diversity Training 22 Postgraduate Certificate for Medical Educators 22 The GP Educator Portfolio 23 Temporary Abeyance of Approval 24 The Foundation Programme Doctor – FAQ’s 25 End of Placement 28 Appendix 1 – HEE Kent Surrey & Sussex – Key Personnel 29 Appendix 2 – Overview of the FY2 Curriculum 31 Appendix 3 – Possible Teaching Topics for CS, FY2 Weekly Tutorials 33 Appendix 4a, 4b & 4c – Single Employer Honorary Educational Contract 34 Appendix 5a & 5b – GP Peer Educational Review & PDP (including competencies) 41 Appendix 6 – HEE KSS Educator Pathway - Application Form links 53 Appendix 7 – CS & Practice Visits – Initial Approval Re-Approval & Solo Visits 58 Appendix 8 – Practice Approval , CS Approval and -
Junior Doctors' Handbook on the 2016 Contract
Junior doctors’ handbook on the 2016 contract A guide to the new 2016 terms and conditions of service for doctors and dentists in training in England April 2021 Version 2.0 British Medical Association bma.org.uk British Medical Association Junior doctors’ handbook on the 2016 contract Contents 1. Introduction ...........................................................................................................................................................2 2. Training appointments and educational approval .................................................................................3 3. Learning and development .............................................................................................................................5 4. Recruitment to specialty training – advice for applicants ..................................................................7 5. Contracts of employment ................................................................................................................................9 6. Pay ........................................................................................................................................................................... 13 7. Work Scheduling ............................................................................................................................................... 24 8. Hours of work and WTR ................................................................................................................................... 31 9. Exception -
Association of Clinical Pathologists
The Bulletin of The Royal College of Pathologists Number 163 July 2013 In this issue The Royal College of Pathologists Everything you wanted to know about your new Pathology: the science behind the cure consultant post but were afraid to ask Voice recognition in histopathology: pros and cons Public Engagement Innovation Grant Scheme www.rcpath.org/bulletin Subscribe to the Bulletin of The Royal College of Pathologists The College’s quarterly membership journal, the Bulletin, is the main means of communications between the College and its members, and between the members themselves. It features topical articles on the latest development in pathology, news from the College, as well as key events and information related to pathology. The Bulletin is delivered free of charge to all active College Members, retired Members who choose to receive mailings and Registered Trainees, and is published four times a year, in January, April, July and October. It is also available for our members to download on the College website at www.rcpath.org/bulletin The subscription rate for libraries and non-members is £100 per annum. To subscribe, contact the Publications Department on 020 7451 6730 or [email protected] Sign up today and keep up to date on what goes on in the world of pathology! The Royal College of Pathologists 2 Carlton House Terrace, London SW1Y 5AF telephone 020 7451 6700 email [email protected] website www.rcpath.org President Dr Archie Prentice Vice Presidents Dr Bernie Croal Dr Suzy Lishman Professor Mike Wells Registrar Dr Rachael -
Broadening the Foundation Programme
Developing people for health and healthcare Broadening the Foundation Programme Recommendations and implementation guidance February 2014 BROADENING THE FOUNDATION PROGRAMME 2 BROADENING THE FOUNDATION PROGRAMME Contents Foreword 4 Introduction 5 Executive summary 6 Chapter 1: Background 12 Chapter 2: Methodology 21 Chapter 3: Overview of the evidence 24 Chapter 4: Recommendations 38 Chapter 5: Implementation 46 Appendix 1: Guidance for LETBs 50 Appendix 2: Guidance for LEPs 54 Appendix 3: Guidance for trainees 57 Appendix 4: Case study template 58 Appendix 5: Case studies 60 Appendix 6: Focus group evidence 89 Appendix 7: Literature review 92 Appendix 8: Department of Health MPET SLA 2012-2013 114 Appendix 9: The working groups 115 Appendix 10: Broadening the Foundation Programme – terms of reference 116 Appendix 11: Definition of terms 125 Appendix 12: Case studies and focus groups 128 Appendix 13: Physician associate posts in UK hospitals 129 Appendix 14: Bibliography 130 3 BROADENING THE FOUNDATION PROGRAMME Foreword With my many years of experience in the NHS, ranging from life as a frontline consultant to my current role as a Chief Executive, I have recognised the importance of having a flexible workforce, capable of meeting the needs of all our patients. I wholeheartedly support the recommendations in this report. As we move away from the historic paradigms of primary and secondary care settings, we need to ensure that the training of our doctors continues to be aligned to the needs of the patient. This means we need to train our doctors so that they are capable of working in different, innovative, integrated care settings. -
Medical Practitioner / Doctor / Consultant
Internal Caseworker Guidance MEDICAL PRACTITIONER / DOCTOR / CONSULTANT BACKGROUND INFORMATION Medical Practitioners, also known as Doctors or Consultants, are responsible for the diagnosis, care and treatment of illnesses, diseases, infections and well- being of their patients. Doctors tend to work in a variety of settings such as: • In a hospital • As a family Doctor (GP) • In public sector organisations such as the prison service • In universities and research organisations • In the armed forces • In private practice Additionally, a Doctor who works in a hospital can choose to specialise in particular areas, such as: • Histocompatability • Psychiatry • Paediatrics Or in surgery: • Cardiothoracic • Trauma • Orthopaedics INDUSTRY REQUIREMENTS In order to work as a Doctor in the UK health service, an individual needs to have an acceptable Primary Medical Qualification (PMQ) and to be registered with the General Medical Council (GMC). Full details of what currently constitutes an acceptable PMQ can be found on the GMC’s website at http://www.gmc- uk.org/doctors/join_the_register/registration/acceptable_primary_medical_qualific ation.asp Graduation from medical school is followed by a two-year Foundation Programme. This combines the training for what has previously been known as the Pre-Registration House Officer (PRHO) grade with the first year of training for the Senior House Officer (SHO) grade. Successful candidates, at the end of year one (known as F1), satisfy the requirements for full registration with the GMC. Archived Medical Practitioner / Doctor / Consultant 1 April 2008 Version 1.0 Final Internal Caseworker Guidance The second year of the Foundation Programme (F2) offers further placements and the chance to experience three or four other specialist areas. -
Do You Know Who Is Treating You? a Patients Guide to Doctors in Training 30/03
Do you know who is treating you? A patient’s guide to doctors in training March 2010 previous | next | contents | print | exit Contents Foreword 04 A few key facts about doctors in training 06 Who is treating me? 07 Doctors in training: who you might meet 08 Finding out about the doctor treating you 12 How to get involved in training 15 About this guide 17 previous | next | contents | print | exit “A long overdue guide, telling patients and the public what they need to know about doctors in training.” Professor Sir Neil Douglas Chairman, Academy of Medical Royal Colleges previous | next | contents | print | exit Doctors in training have always Patients tell us that they are Foreword played a crucial role in the NHS. happy to be treated by doctors They join the NHS after university in training but want reassurance and begin the long journey to that doctors are appropriately becoming GPs, consultants or trained and supervised. This specialty doctors. They learn guide sets out what patients and by treating patients as well as the public need to know about from formal education. Without doctors in training. It explains these doctors in training, the NHS how trainee doctors start by would not be able to continue. typically undertaking a five year In recent years, doctors’ roles degree, followed by a two-year and training have changed Foundation Programme before to improve the quality of care moving into specialty training. they provide. However, some patients tell us that they do not understand the training path for doctors or what doctors’ new job titles mean. -
Foundation Doctor-Led Clinical Teaching: a New Innovation in the Undergraduate Curriculum
2065 International Journal of Collaborative Research on Internal Medicine & Public Health Foundation doctor-led clinical teaching: A new innovation in the undergraduate curriculum James Stephen Thomas 1*, Zafar Hashim 2, Noureen Fahim 2 1 Queens Medical Centre, Nottingham, UK 2 University Hospital of North Staffordshire, UK * Corresponding Author; Email: [email protected] Abstract Introduction: Since its introduction in 1988 by Whitman the concept of the near-peer teacher has gained a lot of popularity amongst educationalists across the globe. Teaching imparted by near-peers has been proven to be effective and has been rated by some students to be comparable to consultant-led teaching. We introduced such a programme in April 2012 at Lincoln County Hospital in the United Kingdom. The programme was organized by Foundation doctors for third year University of Nottingham medical students. Objective: To ascertain the value attached to this new teaching intervention by the medical students. Method: The students were asked to complete a structured questionnaire at the start, mid-way and end of the teaching programme to self-assess their clinical skills and to assess the teaching programme. Result: There was a subjective increase in student confidence in their own skills at history- taking, clinical examination and diagnostic ability over the duration of the course. Further, they felt that the foundation doctor-led teaching was a useful adjunct to the already existing teaching programme and should continue beyond this pilot year. Conclusion: The newly introduced foundation doctor led teaching programme was welcomed by students and hopefully should continue to evolve over the coming years to make it even better. -
Clinical for Dying Patients
J R Coll Physicians Edinb 2010; 40:13–8 Paper doi:10.4997/JRCPE.2010.104 © 2010 Royal College of Physicians of Edinburgh Educational needs of foundation doctors caring CLINICAL for dying patients GT Linklater Consultant in Palliative Medicine, NHS Grampian, and Foundation Programme Director, North of Scotland Deanery, NHS Education Scotland, UK ABSTRACT The aim of this study was to identify the educational needs of year one Correspondence to GT Linklater, North of Scotland foundation doctors caring for dying patients. A postal Roxburghe House, Ashgrove Road, questionnaire approach was used. The results from the questionnaire (79/132 Aberdeen AB25 2ZH, UK respondents) confirmed that year one foundation doctors are frequently exposed tel. +44 (0)1224 557057 to patient death, with 61% finding their most memorable patient death to be e-mail [email protected] emotionally distressing. A quarter (26%) of respondents had recent experience of significant personal bereavement. Communicating with patients and relatives at the end of life, concerns about overtreatment and lack of senior support were highlighted as particularly difficult issues. Educational needs of the foundation doctors were identified, emphasising the importance of emotional, analytical and personal competencies. KEYWORDS Competencies, death, junior doctors, support Declaration OF INTERESTS No conflict of interests declared. More than 50% of all deaths in the UK happen in acute The aim of this study was to explore the experiences of hospitals.1,2 At any one time it is estimated that at least 12% junior doctors looking after dying patients, with a view of all hospital inpatients have ‘advanced disease’ (prognosis to developing an educational intervention that would less than three months) and that up to 86% of all deaths address any identified educational needs. -
Visit to Hull & East Yorkshire Hospitals NHS Trust
Yorkshire and the Humber regional review 2014–15 Visit to Hull & East Yorkshire Hospitals NHS Trust This visit is part of a regional review and uses a risk-based approach. For more information on this approach please see the General Medical Council website. Review at a glance About the visit Visit dates Tuesday 14 October 2014 Site(s) visited Hull Royal Infirmary Undergraduate Hull York Medical School, foundation, Programmes reviewed obstetrics and gynaecology and emergency medicine Student assistantships & preparedness, transitions and transfer of information, induction, placements Areas of exploration and curriculum delivery, assessment & feedback, identified before the supervision, handover, patient safety, doctors in visit difficulty and fitness to practise, training for trainers, equality and diversity, bullying and undermining, quality control processes Were any patient Yes – see requirements 1 & 2 below safety concerns identified during the visit? As a result of the above issues, foundation doctors Were any significant reported that the delivery of education in the educational concerns emergency medicine department was extremely identified? limited. Has further regulatory The concerns have been referred to the GMC action been requested Enhanced Monitoring Process. We will be working via enhanced with the LETB to monitor improvements monitoring? 2 Summary 1 We visited Hull and East Yorkshire Hospitals NHS Trust as part of our regional review of undergraduate and postgraduate medical education and training in Yorkshire and the Humber. Established in 1999, the Trust operates from two main sites - Hull Royal Infirmary and Castle Hill Hospital. In recent months, there have been a number of changes in senior management (both clinical and academic) within the Trust and at the time of the visit a new Chief Executive had only recently taken up post. -
Career Profiles
Faculty of Public Health Career Profiles A collection of career profiles from a range of public health specialists Complied by Specialty Registrar Committee of the Faculty of Public Health 2nd Edition - June 2016 Faculty of Public Health: Career Profiles, 2nd Edition (2016) Introduction Welcome to the second ‘Career Profiles’ document produced by the Faculty of Public Health Specialty Registrars Committee (FPH SRC). Thank you to all who have taken the time to contribute to this document; senior public health colleagues for reflecting on their careers to date and providing valuable advice, and the regional SRC representatives who nominated senior colleagues and collated profiles. This document aims to capture a small selection of career stories from senior public health colleagues working in a broad range of roles across the UK, in all devolved nations and including Defence Medical Services, dental public health and academia. Each profile offers a unique perspective and astute reflection – I have thoroughly enjoyed reading them all. The first Career Profiles document was compiled in 2013 as part of the on-going SRC workforce development and planning workstream. It aimed to be a reference for those in, or interested in, public heath training to inspire, inform, connect, and reflect the broad training career profiles of senior public health colleagues. This second collection of Career Profiles continues the same theme and aims to reflect senior roles across the current public health landscape and health and care system. Enactment of the Health and Social Care Act 2012 saw many changes for public health in England including the transition from the NHS to local government and the creation of Public Health England. -
View This Issue As A
FYi summer 09:FYI DPS 7/8/09 17:18 Page 1 FYi ISSUE 03 READYFOR ANYTHING THE CHALLENGE OF EMERGENCY MEDICINE FYi summer 09:FYI DPS 13/8/09 10:58 Page 2 02 FYi • Welcome • News Now tidy your room! IT’S widely accepted as being part of the job description for students to have messy rooms and play loud music. But it seems certain medical schools are taking a dim view of some of the more minor antics of their students by threatening GMC-style fitness-to-practise hearings for those who set off fire alarms or disturb the neighbours with their choice of tunes. The hearings are normally reserved for addressing serious breaches by dangerous individuals who have put patients’ lives at risk. But the BMA’s medical students’ committee has heard of Welcome to your FYi some students being disciplined for trivial matters like untidy halls of residence, parking violations and failure to fill out TALKING TO PATIENTS IS A SKILL at a related issue – clinical optional feedback forms. often taken for granted in medical guidelines and their relevance in The news, which was highlighted at the BMA's annual training. In the past, doctors were determining medical negligence. representatives meeting, has caused alarm amongst student encouraged to focus largely on Is guidance from bodies such as representatives who say would-be doctors must not be treated clinical aspects of medicine NICE or SIGN legally binding? unfairly. Those hauled in front of a hearing face having a black rather than on honing their On page 10, Peter Nelson, mark against their name which can cast a shadow over their communication and consultation who teaches ethics at St whole medical career. -
2012 the Case for Pas – UK
■ PROFESSIONAL ISSUES Clinical Medicine 2012, Vol 12, No 3: 200–6 TheMain case title for the physician assistant NickAuthor Ross, head Jim name Parle, Phil Begg and David Kuhns ABSTRACT – The NHS is facing a crisis from the combination to the crisis. As Farmer et al wrote in their recent report on a of EWTD, MMC, the ageing population and rising expecta- prospective trial of physician assistants in Scotland:6 tions; thus its tradition of high quality care is under pressure. ‘…[physician assistants are] moving from the USA to Physician assistants (PAs) are a new profession to the UK, edu- other parts of the world at this time expressly because [they] cated to nationally set standards and, working as dependent can meet the world’s current health workforce gaps’. practitioners, provide care in the medical model. PAs are cur- rently employed by over 20 hospital Trusts as well as in pri- mary care. They offer greater continuity than locum doctors Background and at considerably lower cost. PAs maintain generic compe- The role of the physician assistant was developed in its modern tence and can therefore be utilised as required across different form in the USA in the 1960s with the aim of meeting the needs clinical areas. The stability of PAs in the workforce will be an of underserved populations. The profession has expanded from additional resource for junior doctors on brief rotations. For very small beginnings in the 1960s, and more than 4,500 physi- the full benefits of PAs to be realised, and for the safety of the cian assistants now graduate every year from more than 150 public, statutory registration and prescribing rights are schools (including institutions such as Yale University and required.